Introduction to Complexity Pedagogy

Emily Hicks attended the San Francisco Art Institute, UC Berkeley, the Ecole Pratique des Hautes Etudes (Paris), and UC San Diego. She received her Ph.D. in 1979 and is a professor emeritus who has taught at San Diego State University in Chicana/o Studies and English and Comparative Literature; she has also taught at UC Irvine, USC and the UABC in Tijuana, Mexico. Hicks is the author of two books, Border Writing, the Multidimensional Text, and Ninety-five Languages and Seven Forms of Intelligence: Multicultural Education in the Twenty-first Century, as well as a variety of academic articles and art reviews.

• AcknowledgementIntroduction: Critical Thinking, Frankfurt Theory, Complexity Pedagogy, and the Neoliberal UniversityChapter One: The Complexity Foundations of Complexity PedagogyChapter Two: Choctaws, Palestinians, and LeAnne HoweChapter Three: Anzaldúa: From the Borderlands to the Border as a Complex SystemChapter Four: Performance, Roma Identities, and Decomposition: Karen FinleyChapter Five: Flanagan and Rose: BDSM, Decomposition, the Limits of the Body, and PerformanceAppendixTable A1.1. Concepts of Complexity: Single Scale, Part ITable A1.2. Concepts of Complexity: Single Scale, Part IITable A2.1. Concepts of Complexity: Relationship Between Scales, Part ITable A2.2. Concepts of Complexity: Relationship Between Scales, Part IITable A3. Concepts of Complexity: PedagogyAbout the AuthorIndex